Evolution of the anatomical theatre in Padova

Abstract

The anatomical theatre played a pivotal role in the evolution of medical education, allowing students to directly observe and participate in the process of dissection. Due to the increase of training programs in clinical anatomy, the Institute of Human Anatomy at the University of Padova has renovated its dissecting room. The main guidelines in planning a new anatomical theatre included: (1), the placement of the teacher and students on the same level in a horizontal anatomical theatre where it is possible to see (theatre) and to perform (dissecting room); (2), in the past, dissection activities were concentrated at the center of the theatre, while in the new anatomical theatre, such activities have been moved to the periphery through projection on surrounding screens-thus, students occupy the center of the theatre between the demonstration table, where the dissection can be seen in real time, and the wall screens, where particular aspects are magnified; (3), three groups of tables are placed with one in front with two lateral flanking tables in regards to the demonstration table, in a semicircular arrangement, and not attached to the floor, which makes the room multifunctional for surgical education, medical students and physician's continued professional development courses; (4), a learning station to introduce the students to the subject of the laboratory; (5), cooperation between anatomists and architects in order to combine the practical needs of a dissection laboratory with new technologies; (6), involvement of the students, representing the clients' needs; and (7), creation of a dissecting room of wide measurements with large windows, since a well-illuminated space could reduce the potentially negative psychological impact of the dissection laboratory on student morale.

Designing learning spaces for interprofessional education in the anatomical sciences

“…Like others (Trelease, ; Goldman, ; Wessels and Rennie, ; Wessels et al, ), Macchi and colleagues emphasized the need for the design of new anatomy education facilities to respond to changing curricula and pedagogies (Macchi et al, ). They identified the need to provide learning environments that can cater to traditional methods (lectures, textbooks, and atlases), newer educational technologies (computer aided learning and multimedia), and practical laboratory sessions (dissections, plastic models, plastinated specimens, and radiological imaging).…”

“…When discussing the history of the anatomical theater and the development of new multimodal environments for anatomy education, Macchi et al () proclaimed that “the anatomical theater has become the flagship of a renewal of the medical curriculum, bringing with it a systemic and methodological revolution in medical education.” In line with this renewal, they identified a pedagogical shift from the historically based practice of affording students the opportunity to “see and watch” anatomical dissections, to engaging them to “see and do” as active participants in anatomy classes. They suggested that active student participation in learning removed barriers to communication between students and teachers and encouraged individual engagement with the subject matter.…”

“…They identified the need to provide learning environments that can cater to traditional methods (lectures, textbooks, and atlases), newer educational technologies (computer aided learning and multimedia), and practical laboratory sessions (dissections, plastic models, plastinated specimens, and radiological imaging). Additionally, they suggested that new mobile technologies should be integrated into the learning environment to aid learner engagement, help achieve educational objectives, and support the effectiveness and efficiency of dissection (Macchi et al, ).…”

“…Marrying Fisher's () ideas about learning hubs and space typologies with Johnson et al's () ideas about hybrid‐teaching models and Macchi et al's () visions for a variety of learning environments to suit different teaching methods, points toward the need to co‐locate a variety of physical settings in support of IPE in the anatomical sciences. Affording varying degrees of visual transparency and interconnectivity, depending on the principle purpose of each setting, such spaces might include specialized wet and dry laboratories, as well as a variety of nonspecialized spaces that can adapt to different forms of use and different forms of practice.…”

The Italian law on body donation: A position paper of the Italian College of Anatomists

“…This makes surgical experimentation on other animal species less attractive. Other animals are often used alive in procedures with limited and questionable educa-tional value because of their anatomical differences to humans (e.g., intestinal surgery in pigs) (Martini et al, 2015).…”